Social‐Cognitive Processes in the Development of Antisocial and Violent Behavior

Pettit, Gregory S.; Mize, Jacquelyn

doi:10.1017/cbo9780511816840.016

Cited by 14 publications

(17 citation statements)

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“…However, as Lemerise and Arsenio (2000) point out, individual differences in emotionality and emotion regulation skills will also influence the goals children choose. For example, depending on how well children can regulate strong emotions, feelings of anger may make some children feel overwhelmed to the point that they choose an avoidant goal to modulate this strong feeling, whereas in aggressive children, anger may prime revenge or dominance goals (Lemerise et al 2006;Pettit and Mize 2007). Children with better emotion regulation skills may find it easier to maintain prosocial goals in the face of such a challenge (Lemerise et al 2006).…”

Section: Goal Clarificationmentioning

confidence: 99%

“…Three decades of research on social information processing (SIP) models of aggression and social competence have yielded reliable individual differences in children's social cognitive patterns that are associated with both aggression and socially competent behavior (see e.g., Crick and Dodge 1994;Mize and Pettit 2008;Pettit and Mize 2007 for reviews). However, very few studies within this tradition have examined the contributions of emotion processes to SIP, despite theoretical and empirical work which links individual differences in social competence and/or aggression to aspects of emotionality, arousal, and emotion regulation (e.g., Berkowitz 1962Berkowitz , 1989DiLiberto et al 2002;Dodge 1985Dodge , 1991Eisenberg and Fabes 1992;Eisenberg et al 1996;Graham et al 1992).…”

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confidence: 99%

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The Effect of Induced Mood on Children’s Social Information Processing: Goal Clarification and Response Decision

Harper

Lemerise

Caverly

2009

J Abnorm Child Psychol

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We investigated whether induced mood influenced the social information processing steps of goal clarification and response decision in 480 1st-3rd graders, and in more selected groups of low accepted-aggressive (n = 39), average accepted-nonaggressive (n = 103), and high accepted-nonaggressive children (n = 68). Children participated in two sessions; in the first session peer assessments were administered. In the second session children were randomly assigned to receive either a happy, angry, or neutral mood induction prior to participating in a social cognitive interview assessing goals, outcome expectancies, and self efficacy for competent, hostile, and passive responses in the context of ambiguous provocations. Results revealed that an angry mood increased focus on instrumental goals. Low accepted-aggressive children were more susceptible to the effects of mood than were high accepted- and average-nonaggressive children. In addition, children's predominant goal orientation was related to children's response decisions; children with predominantly instrumental goals evaluated nonhostile responses to provocation more negatively and had higher self efficacy for hostile responses. Implications and future research directions are discussed.

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Section: Goal Clarificationmentioning

confidence: 99%

mentioning

confidence: 99%

The Effect of Induced Mood on Children’s Social Information Processing: Goal Clarification and Response Decision

Harper

Lemerise

Caverly

2009

J Abnorm Child Psychol

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“…The argument, of course, was that emotional processes (e.g., emotion regulation) need be more central to a model of SIP that attempts to comprehensively account for individual differences in the development of youths' social competence. The importance of understanding emotion's role in the development of social cognition and antisocial behavior has been emphasized elsewhere, as well (e.g., Fontaine 2008a; Pettit and Mize 2007).…”

Section: Sip and Emotionmentioning

confidence: 99%

New Developments in Developmental Research on Social Information Processing and Antisocial Behavior

Fontaine

2010

J Abnorm Child Psychol

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The Special Section on developmental research on social information processing (SIP) and antisocial behavior is here introduced. Following a brief history of SIP theory, comments on several themes-measurement and assessment, attributional and interpretational style, response evaluation and decision, and the relation between emotion and SIP-that tie together four new empirical investigations are provided. Notable contributions of these studies are highlighted.

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“…To date, no study has rigorously explored this relation, despite considerable research that supports the general SIP hypothesis that these (and other) social cognitive processes play critical roles in antisocial behavioral change across time. The question that guided the current study is whether RED is so important a set of processes by the time youths are developing through adolescence, and making considerable gains in executive function (Pettit and Mize 2007), that behavioral Some earlier studies that examined the relation between attributional and response evaluation processes in children would suggest that these two SIP components play unique roles and together have an additive effect, as opposed to a mediational relation. For example, Dodge et al (1986) conducted a pair of studies that examined the relations between children's social-information processing patterns and their interpersonal behavior in nonclinical and clinical samples.…”

mentioning

confidence: 99%

“…This finding has been replicated across varied populations, contexts, and developmental periods (Orobio de Castro et al 2002). The phenomenon has been termed "hostile attributional bias" (Dodge 1980) to denote the aggressive child's interpreting difficulty, though more recently the term "hostile attributional style" (HAS; e.g., Dodge 2006) has been used.Individual differences in children's social cognitive development suggest that some children do not develop the cognitive skills to correctly interpret others' intentions until later childhood and adolescence (Pettit and Mize 2007). Adolescents' use of their evaluative skills appears to become especially important in the later stages of the SIP model (e.g., see Lansford et al 2006).…”

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confidence: 99%

Does Response Evaluation and Decision (RED) Mediate the Relation between Hostile Attributional Style and Antisocial Behavior in Adolescence?

et al. 2010

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The role of hostile attributional style (HAS) in antisocial development has been well-documented. We analyzed longitudinal data on 585 youths (48% female; 19% ethnic minority) to test the hypothesis that response evaluation and decision (RED) mediates the relation between HAS and antisocial behavior in adolescence. In Grades 10 and 12, adolescent participants and their parents reported participants' antisocial conduct. In Grade 11, participants were asked to imagine themselves in videotaped ambiguous-provocation scenarios. Segment 1 of each scenario presented an ambiguous provocation, after which participants answered HAS questions. In segment 2, participants were asked to imagine themselves responding aggressively to the provocateur, after which RED was assessed. Structural equation modeling indicated that RED mediates the relation between HAS and subsequent antisocial conduct, controlling for previous misconduct. Findings are consistent with research on the development of executive function processes in adolescence, and suggest that the relation between HAS and RED changes after childhood. KeywordsSocial cognition; Social information processing; Hostile attributional style; Decision making; Aggression; Antisocial behavior; Adolescence © Springer Science+Business Media, LLC 2010 Correspondence to: Reid Griffith Fontaine, rgf2@u.arizona.edu. presented at the 20th biennial meeting of the International Society for the Study of Behavioural Development in Würzburg, Germany, where this research was first presented. NIH Public AccessAuthor Manuscript J Abnorm Child Psychol. Author manuscript; available in PMC 2013 July 29. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptDuring the past quarter century, social information processing (SIP) models have received a considerable amount of theoretical and empirical attention (Crick and Dodge 1994;Dodge 1980;Fontaine 2006;Huesmann 1998;McFall 1982). The SIP model advanced by Crick and Dodge (1994) proposes a series of social-cognitive and cognitive-emotional processes (or steps) in the development of social competence and behavior across the life course. In the first step, the individual perceives and organizes information about the social stimulus (encoding of cues). The individual then makes attributions of causation, affect, and intent to the stimulus and assesses the relevance of the stimulus to his or her own personal well-being (interpretation of cues). Next, the individual identifies his or her goals to which the situation at hand may relate (clarification of goals). Fourth, the responding individual generates one or more responses, either by constructing responses anew or by accessing previously constructed responses from memory (response access or construction). Fifth and finally, the responding individual assesses his or her response options across evaluative domains in order to select a response for behavioral enactment (response decision).A considerable literature has been dedicated to the role of SIP mechanisms in the development...

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Social‐Cognitive Processes in the Development of Antisocial and Violent Behavior

Cited by 14 publications

References 103 publications

The Effect of Induced Mood on Children’s Social Information Processing: Goal Clarification and Response Decision

The Effect of Induced Mood on Children’s Social Information Processing: Goal Clarification and Response Decision

New Developments in Developmental Research on Social Information Processing and Antisocial Behavior

Does Response Evaluation and Decision (RED) Mediate the Relation between Hostile Attributional Style and Antisocial Behavior in Adolescence?

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